The Journal of College and University Student Housing - Volume 44, No. 2 - 75

Work/Life Boundary Integration

occurs through discussion. On the other hand,
those on the integrative segmentor side (score
of 4 or 5) try to set boundaries more formally at
the beginning of the school year.
Sam (5) and Sally (5) fall on the integrative segmentor end of the continuum, in part
because they both set clear and distinct boundaries with staff and students. As Sam says, "I
want to hear about things that they care about,
[but] I don't want to just have them see me as
like this person they can vent to about anything. I don't want to be their gossip buddy."
Sam's statement reflects an idea that was also
articulated by Harry (5): While a connection
with the staff as a supervisor is good, a personal connection is less important or should be
discouraged-thinking that epitomizes those
at this end of the continuum.
Sam's clear and upfront style of boundary
setting with staff was mirrored by Sally, Harry,
and, to a lesser degree, Rue. The differences
here between the ends of the continuum relate
to how clear and formal participants are when
defining their boundaries. This does not mean
they were not interrupted and did not have
students or staff knocking on their doors; they
were able to handle those situations based
on a formal plan or rule they had previously
communicated to the staff and students. The
simple fact is that no matter what boundaries
are created, staff and students can still impact
the residence life professional's personal time.

Time Management Boundaries
When work literally comes knocking on your
door, you cannot avoid an overlap of work and
home. Still, some participants did manage to
create boundaries to allow for private time.

The choice to stay on campus
even during personal time
demonstrates how individuals
on the full integrator end of the
continuum will most commonly
make decisions that blend work
and personal activities .

Even Harold (1), who could be viewed as the
textbook-perfect example of a full integrator,
talked about his alone time as being important.
I always try to take some time in the day
where I am in this apartment, and I am by
myself, and there ain't nobody bothering me,
and they're doing their thing out there, and all
those concerns are out there. And either I'm
on the Internet or I'm usually on Facebook . . .
or I'm watching TV or playing video games,
just doing things that I like to do and just
having that alone time.
The choice to stay on campus even during personal time demonstrates how individuals on
the full integrator end of the continuum will
most commonly make decisions that blend
work and personal activities.
Not everyone, however, likes the blending.
Nick (2), for example, will schedule his personal time to make sure he gets some time in.
"I have some stuff structured into my schedule where I go and work out at a specific time,
at least commit to that myself." Nick's planning and scheduling demonstrate that even

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The Journal of College and University Student Housing - Volume 44, No. 2

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